Hathaway Elementary School
Name of Student: Kelsey Lydon
Use the sites discussed in class to (1) assemble information about your school and (2) write one or more paragraphs for each type of information that you find.You should be able to combine these paragraphs, along with an introduction and conclusion to create a free standing, coherent, evidence-based description of your school.
Be sure that each of your paragraphs includes:
A strong topic sentence.
An explanation of why the data you chose to cite relates to the subject you are addressing, e.g. you should state why you feel that the student/teacher ratio informs your judgement about the school's ability to provide high quality teaching. These sentences should be based on the definitions of some of these measures on the InfoWorks site, but can also include your own reasoning about the subject.
Multiple pieces of specific data to support your claim. Each measure should include a comparison so tat the reader can judge whether the value is relatively high or low.
Include the students' view of the school when possible.
Note: Tables are not provided because it is possible to just copy and paste the tables from the Infoworks site directly in this page!
One of the most notable features of the demographics at the Hathaway school is the ratio of white students to minority students. Over 82% identified as white, or non-minority. Less than one percent are Asian, and 5.3% are African-American or Black. This is a huge difference from the rest of the state. Only 64% of Rhode Island 4th and 5th graders identify as White, while 3.7% identify as Asian and 7.3% as Black or African-American. This racial demographic heavily impacts the learning conditions and environment of the Hathaway school. The institution is obviously quite segregated because of its lack of substantial diversity. Kozol's Shame of the Nation is a book entirely based upon segregated American schools such as this. He shows that the lack of urban students compared to the rest of the state makes for a less troubled learning environment and thus a stronger school. However, as seen in the rest of the state (in the other sections of statistics), there is a significan increase in minority students and more familial issues as well as lower test scores. The racial componentry of the Hathaway school is a key factor in determining the environment and performance of the student body.
Student Achievement
Information Reported By Schools
NECAP Assessments
% Proficient School
% Proficient State
View Details
3rd Grade Math 2010-11
82%
62%
view details
3rd Grade Reading 2010-11
85%
71%
view details
4th Grade Math 2010-11
no data
63%
view details
4th Grade Reading 2010-11
no data
68%
view details
4th Grade Science 2009-10
65%
44%
view details
5th Grade Math 2010-11
no data
62%
view details
5th Grade Reading 2010-11
no data
73%
view details
5th Grade Writing 2010-11
no data
59%
view details
Information Reported By Students
Expectations of High School Graduation and College Enrollment
Total # of Students Who Answered Question
No
Not Sure
Yes
Total # of Students Who Answered Question
No
Not Sure
Yes
I think that I will finish high school.
137
0.0%
7.3%
92.7%
15345
1.0%
13.4%
85.6%
I think that I will go to college.
136
4.4%
19.1%
76.5%
15236
2.2%
17.7%
80.1%
My teachers think that I will go to college.
137
0.0%
54.7%
45.3%
15250
2.3%
40.6%
57.1%
AYP Report Card
Number of Target Areas Evaluated: 11
Number of Targets Met: 11
Areas that need improvement: None
Summary Paragraph(s)
Overall, the scores reported by the Hathaway Elementary School are significantly higher than those of the rest of the state. The percentage of third grade students who performed proficiently on the 2010-2011 Mathematics assessment was 82%, while the rest of the state performed proficiently at a mere 62%. Again, the school outperformed the state by over 20% on the fourth grade Science assessment of 2009-2010 (65% compared to 44%). The startling differences in test scores again reflect the more suburban environment of Hathaway, increased funding, and higher number of opportunities for students. Again, the demographics seem to relate to the statistics of the NECAP assessments: a higher number of white, affluent students leads to higher test scores. The AYP Report Card showed encouraging statistics for Hathaway students as well. The school was proficient in all target areas (English Language Arts and Mathematics). There were no areas that needed improvement, and attendance rates were stable and acceptable. Students at Hathaway Elementary also seem more confident in their academics as well. None of the students surveyed said they were definitely not graduating high school. The rest of the state had 1% say they did not believe they would receive a high school diploma. 7.3% at Hathaway said they were unsure, while nearly twice that percentage in the rest of Rhode Island selected unsure. In total, over 92% of Hathaway students intend to earn their high school diploma, while only 85.6% of the rest of Rhode Island students intend to do the same.
Teaching
Information Reported By Schools
Qualifications and Teacher-Student Ratio
This School
Statewide
Teachers with Emergency Certification 2010-11
0%
1%
Not High Qualified Teachers 2010-11
0%
3%
Teacher-Student Ratio 2010-11
1:12
1:11
Information Reported by Students
Students Who Answered Question
Never
Sometimes
Mostly
Always
Total # of Students Who Answered Question
Never
Sometimes
Mostly
Always
My teachers have us work in small groups in class.
137
5.1%
76.6%
2.2%
16.1%
15110
7.2%
74.2%
6.1%
12.5%
My teachers call on a lot of different students in class.
138
0.7%
20.3%
34.8%
44.2%
15302
3.1%
21.6%
41.9%
33.4%
My teachers tell me to work with a partner on classwork.
137
2.9%
72.3%
1.5%
23.4%
15309
5.1%
82.8%
2.4%
9.7%
My teachers give me good directions for my work.
137
0.0%
6.6%
62.8%
30.7%
15213
1.9%
10.2%
62.3%
25.6%
My teachers help me keep my work and space neat.
135
10.4%
26.7%
31.1%
31.9%
15120
11.8%
27.1%
35.9%
25.2%
My teachers help me after I miss a day of school.
137
12.4%
27.7%
36.5%
23.4%
15180
13.3%
26.4%
39.4%
20.9%
My teachers will explain something different ways until I get it.
135
3.0%
23.0%
48.1%
25.9%
15083
4.7%
19.9%
48.3%
27.0%
My teachers give me enough time to do a good job on my classwork.
138
0.7%
13.8%
45.7%
39.9%
15257
2.4%
15.6%
51.6%
30.3%
Summary Paragraph(s)
Teachers at the Hathaway school seem to have a strong hand in the success of their students. The majority reported that their teachers were supportive and had faith in their students' abilities. However, the numbers were about the same for the rest of Rhode Island students. About the same number of students reported that their teachers sometimes have them work in smalll groups, which makes individualized instruction easier (76.6% compared to 74.2%). 48% of both groups report that their teachers explain things different ways until they understand most of the time, and 25.9% (Hathaway) and 27.0% (Rhode Island) always do so. It seems that the quality of the teachers do not seem to differ greatly. All show adequate teaching abilities and seem to use the same practices. It's startling how different the test scores of both groups are, so it leads one to believe that the teachers are not the deciding factor in a student's proficiency. It all comes back to the greater difference in diversity and the suburban environment of the Hathaway school.
Family,Community, and Home Life
Information Reported By Schools
Student Characteristics (2010-2011)
This School
Statewide
View Details
Student Eligibility for Subsidized Lunch
17%
43%
view details
Students from Various Racial/Ethnic Backgrounds
—
—
view details
Students Receiving ESL/Bilingual Education Services
<1%
5%
view details
Students Receiving Special Education Services
14%
16%
view details
Information Reported by Students
Parent/Guardian Interest in Child's School
Total # of Students Who Answered Question
Agree
Total # of Students Who Answered Question
Agree
My parents want to know what I'm doing in school.
137
93.4%
15105
93.7%
My parents like my school.
131
90.8%
15040
88.9%
My parents want me to get good grades.
137
100.0%
15294
99.6%
Parent/Guardian Interest in Child's Career/College Plans
Total # of Students Who Answered Question
Never
Sometimes
Often
Total # of Students Who Answered Question
Never
Sometimes
Often
My parents or guardians talk to me about jobs I can have when I grow up.
138
16.7%
67.4%
15.9%
15266
15.2%
57.8%
27.1%
My parents or guardians talk to me about going to college when I grow up.
135
19.3%
54.8%
25.9%
15163
14.6%
48.4%
37.0%
Summary Paragraph(s)
According to the statistics reported by schools, it seems those students who attend the Hathaway school come from a much less challenging background than those in the rest the state. Only 17% of Hathaway students are eligible to receive subsidized lunches, while 43% of students statewide can apply for this service. This suggests a greater financial stability of students and their families than other Rhode Island schools. While it is a shame to admit it, finance and stability play a huge role in the available resources for students. More affluent areas, as show by these statistics, create a better learning environment for students, which leads to better test scores. The students of Hathaway have a much lesser ethnic struggle in school as well, as only <1% need ESL/Bilingual services. This greatly contrasts with the 5% of students statewide who receive the same services. Students who cannot speak English fluently have a harder time taking tests and being in school because tests and curriculums are not designed to greatly accommodate their individual learning needs and situations. Both groups, luckily, report having caring parents who take an interest in their learning. 93% of both groups report that their parents desire to know how they're doing in school, and 100% of the parents want their children to be successful in school. More parents statewide seem to talk to their children about attending college or future jobs often (37% and 27%), while more students at the Hathaway school discuss the same subjects with their parents sometimes (67.4% and 54.8%). There seems to be some consensus between parents statewide and parents at the Hathaway school. Both groups seem to support their childrens' academic success in some form or fashion.
Safe and Supportive Schools
Information Reported By Schools
Attendance
This School
Statewide
View Details
Attendance Rate (Elementary Schools) 2009-10
95%
94%
view details
Chronic Absenteeism 2008-09
8%
16%
—
Incidents of Suspension (2009-2010)
This School
Statewide
View Details
Number of Incidents (Elementary Schools)
0
2914
view details
Student Indicators (2009-2010)
This School
Statewide
View Details
Stability Index (Elementary Schools)
91%
87%
—
Mobility Index (Elementary Schools)
9%
13%
—
Information Reported by Students
Personal Safety In and Around School
Statewide
This School
Total # of Students Who Answered Question
Disagree
Agree
I don't know
Total # of Students Who Answered Question
Disagree
Agree
I don't know
I do not feel safe if I see a stranger in the school hallways.
135
40.7%
31.9%
27.4%
15178
32.9%
45.0%
22.1%
I feel safe on my way to school.
135
8.1%
83.7%
8.1%
15052
8.2%
82.4%
9.4%
I feel safe when I walk outside of school.
136
11.0%
74.3%
14.7%
15182
17.2%
67.9%
14.9%
Fair and Transparent Behavioral Expectations and Disciplinary Procedures
Statewide
This School
Total # of Students Who Answered Question
Never
Sometimes
Mostly
Always
Total # of Students Who Answered Question
Never
Sometimes
Mostly
Always
My teachers let things get crazy in class.
138
57.2%
38.4%
2.9%
1.4%
15303
64.0%
33.0%
1.8%
1.2%
Statewide
This School
Total # of Students Who Answered Question
Agree
Total # of Students Who Answered Question
Agree
My school's rules are fair.
15180
75.0%
60.2%
133
Fights at School
Statewide
This School
Total # of Students Who Answered Question
Total # of Students Who Answered Question
Yes
Yes
14970
23.0%
I have been in a fight at school this year where I and the other person hit/touched each other.
133
18.0%
Illegal Activity at School
Statewide
This School
Yes
Total # of Students Who Answered Question
Yes
Total # of Students Who Answered Question
1.5%
During the past year, I have been offered drugs at school.
133
2.5%
14952
I have been robbed at school.
134
20.9%
15045
23.2%
Weapons at School
Statewide
This School
Total # of Students Who Answered Question
Yes
Yes
Total # of Students Who Answered Question
15058
25.6%
I have seen another kid with a weapon (like a gun or knife) at school.
134
23.1%
Summary Paragraph(s)
One of the most important parts of receiving a solid education is actually attending school and as few disruptions to learning as possible. At the Hathaway Elementary School, there is a fairly low rate of chronic absenteeism during 2008-2009 at 8%. However, statewide the statistic is double that at 16% during the same year. The stability index supports this at 91% at Hathaway and 87% statewide. Students at Hathaway seem to have a more stable educational experience. The majority are actually attending school and remaning in the same place. Mobility and not attending schools could possibly lead to a less consistent education. If a student is not attending school, they cannot learn. Safety and occurences of violence also play a huge part in having a quality education. If there are constant incidences of disruption occuring at or outside of school, it takes away from the academic experience of school. At Hathaway, there were no incidences of student suspension in 2008-2009, while statewide there were 2914. This is only considering 4th and 5th grade students. Outside of school, 17% of students statewide do not feel safe when they leave school, while only 11% of Hathaway students feel unsafe. Also, a quarter of students statewide have seen a student with a gun or a knife at school. Once again, environment comes into play. Higher instances of violence or disruptions in school can truly take away from students receiving a quality education, suggesting another explaination for lower scores of proficiency statewide.
Funding and Resources
Information Reported By Schools
Tax and Spending FY2009
This District
View Details
District Property Value per Student
$1,345,060.81
—
District Tax Rate per $1000.00
$11.27
—
District Per Pupil Expenditure
$12,850.00
—
District Property Tax Capacity
$196
—
District Tax Effort
$63
—
District Median Family Income
$68,577
—
Information Reported by Students
School Appearance
Total # of Students Who Answered Question
Agree
Total # of Students Who Answered Question
Agree
My school looks nice inside.
137
88.3%
15312
86.8%
The outside of my school building looks nice.
132
86.4%
15266
80.5%
Bathrooms and Classroom Environment
Total # of Students Who Answered Question
Never
Sometimes
Mostly
Always
Total # of Students Who Answered Question
Never
Sometimes
Mostly
Always
There is soap in the bathroom to wash my hands.
137
2.2%
19.7%
56.9%
21.2%
15131
2.6%
17.7%
31.3%
48.4%
The classrooms are just the right temperature.
137
4.4%
46.7%
41.6%
7.3%
15218
6.4%
56.4%
30.0%
7.2%
Textbooks, and Equipment
This School
Statewide
Total # of Students Who Answered Question
Agree
Total # of Students Who Answered Question
Agree
There are enough books for everyone in my classes.
137
89.8%
15203
93.4%
The desks in my school are the right size for me.
137
73.0%
15113
78.5%
School Computer Usage
This School
Statewide
Total # of Students Who Answered Question
Yes
Total # of Students Who Answered Question
Yes
I use a computer in class.
137
87.6%
15291
68.1%
Summary Paragraph(s)
Funding plays a huge role in education. In Hathaway's particular district, there is a median household income of $68,577 which exceeds the statewide average in the $50,000s. The expenditure for students is significant as well at $12,850. Hathaway obviously has steady funding for its students' education. Because of greater funding, there seems to be more computer usage available in class. At Hathaway, 87.6% of students use computers regularly in their classes, while only 68.1% do so statewide. Computer availability is important because our society is becoming even more technologically advanced, and proficiency in computer usage is vital. Funding is extremely important in being able to support the use of technology in the classroom. The environment of these classes is important as well. Only 30% of students statewide say their classroom is mostly at an appropriate temperature, while 41% of Hathaway students do too. Only 31% of statewide students say there is mostly soap available for handwashing, 56.9% of Hathaway students feel the same. The school buildings themsevles seem to only gain approval of 80% of statewide students, while nearly 90% of Hathaway students think their building looks nice. The unequal funding and amenities in schools seems to also affect the performance of students.
Hathaway Elementary School
Name of Student: Kelsey Lydon
Use the sites discussed in class to (1) assemble information about your school and (2) write one or more paragraphs for each type of information that you find.You should be able to combine these paragraphs, along with an introduction and conclusion to create a free standing, coherent, evidence-based description of your school.
Be sure that each of your paragraphs includes:
Note: Tables are not provided because it is possible to just copy and paste the tables from the Infoworks site directly in this page!
Useful Sources:
School Demographics and Geographical Location
Summary Paragraph(s)
One of the most notable features of the demographics at the Hathaway school is the ratio of white students to minority students. Over 82% identified as white, or non-minority. Less than one percent are Asian, and 5.3% are African-American or Black. This is a huge difference from the rest of the state. Only 64% of Rhode Island 4th and 5th graders identify as White, while 3.7% identify as Asian and 7.3% as Black or African-American. This racial demographic heavily impacts the learning conditions and environment of the Hathaway school. The institution is obviously quite segregated because of its lack of substantial diversity. Kozol's Shame of the Nation is a book entirely based upon segregated American schools such as this. He shows that the lack of urban students compared to the rest of the state makes for a less troubled learning environment and thus a stronger school. However, as seen in the rest of the state (in the other sections of statistics), there is a significan increase in minority students and more familial issues as well as lower test scores. The racial componentry of the Hathaway school is a key factor in determining the environment and performance of the student body.Student Achievement
Information Reported By Schools
Information Reported By Students
AYP Report Card
Summary Paragraph(s)
Overall, the scores reported by the Hathaway Elementary School are significantly higher than those of the rest of the state. The percentage of third grade students who performed proficiently on the 2010-2011 Mathematics assessment was 82%, while the rest of the state performed proficiently at a mere 62%. Again, the school outperformed the state by over 20% on the fourth grade Science assessment of 2009-2010 (65% compared to 44%). The startling differences in test scores again reflect the more suburban environment of Hathaway, increased funding, and higher number of opportunities for students. Again, the demographics seem to relate to the statistics of the NECAP assessments: a higher number of white, affluent students leads to higher test scores. The AYP Report Card showed encouraging statistics for Hathaway students as well. The school was proficient in all target areas (English Language Arts and Mathematics). There were no areas that needed improvement, and attendance rates were stable and acceptable. Students at Hathaway Elementary also seem more confident in their academics as well. None of the students surveyed said they were definitely not graduating high school. The rest of the state had 1% say they did not believe they would receive a high school diploma. 7.3% at Hathaway said they were unsure, while nearly twice that percentage in the rest of Rhode Island selected unsure. In total, over 92% of Hathaway students intend to earn their high school diploma, while only 85.6% of the rest of Rhode Island students intend to do the same.Teaching
Information Reported By Schools
Information Reported by Students
Summary Paragraph(s)
Teachers at the Hathaway school seem to have a strong hand in the success of their students. The majority reported that their teachers were supportive and had faith in their students' abilities. However, the numbers were about the same for the rest of Rhode Island students. About the same number of students reported that their teachers sometimes have them work in smalll groups, which makes individualized instruction easier (76.6% compared to 74.2%). 48% of both groups report that their teachers explain things different ways until they understand most of the time, and 25.9% (Hathaway) and 27.0% (Rhode Island) always do so. It seems that the quality of the teachers do not seem to differ greatly. All show adequate teaching abilities and seem to use the same practices. It's startling how different the test scores of both groups are, so it leads one to believe that the teachers are not the deciding factor in a student's proficiency. It all comes back to the greater difference in diversity and the suburban environment of the Hathaway school.Family,Community, and Home Life
Information Reported By Schools
Information Reported by Students
Summary Paragraph(s)
According to the statistics reported by schools, it seems those students who attend the Hathaway school come from a much less challenging background than those in the rest the state. Only 17% of Hathaway students are eligible to receive subsidized lunches, while 43% of students statewide can apply for this service. This suggests a greater financial stability of students and their families than other Rhode Island schools. While it is a shame to admit it, finance and stability play a huge role in the available resources for students. More affluent areas, as show by these statistics, create a better learning environment for students, which leads to better test scores. The students of Hathaway have a much lesser ethnic struggle in school as well, as only <1% need ESL/Bilingual services. This greatly contrasts with the 5% of students statewide who receive the same services. Students who cannot speak English fluently have a harder time taking tests and being in school because tests and curriculums are not designed to greatly accommodate their individual learning needs and situations. Both groups, luckily, report having caring parents who take an interest in their learning. 93% of both groups report that their parents desire to know how they're doing in school, and 100% of the parents want their children to be successful in school. More parents statewide seem to talk to their children about attending college or future jobs often (37% and 27%), while more students at the Hathaway school discuss the same subjects with their parents sometimes (67.4% and 54.8%). There seems to be some consensus between parents statewide and parents at the Hathaway school. Both groups seem to support their childrens' academic success in some form or fashion.Safe and Supportive Schools
Information Reported By Schools
Information Reported by Students
Summary Paragraph(s)
One of the most important parts of receiving a solid education is actually attending school and as few disruptions to learning as possible. At the Hathaway Elementary School, there is a fairly low rate of chronic absenteeism during 2008-2009 at 8%. However, statewide the statistic is double that at 16% during the same year. The stability index supports this at 91% at Hathaway and 87% statewide. Students at Hathaway seem to have a more stable educational experience. The majority are actually attending school and remaning in the same place. Mobility and not attending schools could possibly lead to a less consistent education. If a student is not attending school, they cannot learn. Safety and occurences of violence also play a huge part in having a quality education. If there are constant incidences of disruption occuring at or outside of school, it takes away from the academic experience of school. At Hathaway, there were no incidences of student suspension in 2008-2009, while statewide there were 2914. This is only considering 4th and 5th grade students. Outside of school, 17% of students statewide do not feel safe when they leave school, while only 11% of Hathaway students feel unsafe. Also, a quarter of students statewide have seen a student with a gun or a knife at school. Once again, environment comes into play. Higher instances of violence or disruptions in school can truly take away from students receiving a quality education, suggesting another explaination for lower scores of proficiency statewide.Funding and Resources
Information Reported By Schools
Information Reported by Students
Summary Paragraph(s)
Funding plays a huge role in education. In Hathaway's particular district, there is a median household income of $68,577 which exceeds the statewide average in the $50,000s. The expenditure for students is significant as well at $12,850. Hathaway obviously has steady funding for its students' education. Because of greater funding, there seems to be more computer usage available in class. At Hathaway, 87.6% of students use computers regularly in their classes, while only 68.1% do so statewide. Computer availability is important because our society is becoming even more technologically advanced, and proficiency in computer usage is vital. Funding is extremely important in being able to support the use of technology in the classroom. The environment of these classes is important as well. Only 30% of students statewide say their classroom is mostly at an appropriate temperature, while 41% of Hathaway students do too. Only 31% of statewide students say there is mostly soap available for handwashing, 56.9% of Hathaway students feel the same. The school buildings themsevles seem to only gain approval of 80% of statewide students, while nearly 90% of Hathaway students think their building looks nice. The unequal funding and amenities in schools seems to also affect the performance of students.